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At least 1,297 records · Page 72Linked to original sources
PubMed2001

Memory CD8+ T cell differentiation: initial antigen encounter triggers a developmental program in naïve cells.

The rules that govern memory T cell differentiation are not well understood. This study shows that after antigenic stimulation naïve CD8+ T cells become committed to dividing at least seven times and differentiating into effector and memory cells. Once the parental naïve CD8+ T cell had been activated, this developmental process could not be interrupted and the daughter cells continued to divide and differentiate in the absence of further antigenic stimulation. These data indicate that initial antigen encounter triggers an instructive developmental program that does not require further antigenic stimulation and does not cease until memory CD8+ T cell formation.

Adoptive Transfer↗
PubMed1989

Microcomputer-aided removable partial denture design: the next evolution.

A microcomputer-based program for the design of removable partial dentures has applications in dental education and the clinical practice of dentistry. The program requires a Macintosh computer with a minimum configuration of one megabyte of random access memory and a hard disk drive with a HyperCard program. The instructional design uses an interactive, branching user interface to conduct a search of removable partial design data. The screen design is based on a dental laboratory work authorization, with graphic representations of partially edentulous dental arches and textual information that can be browsed in a nonlinear manner by the user. Approximately 160 removable partial denture designs are provided in the program, as well as the ability to modify the drawings and text to reflect various other clinical situations and to print the work authorization for submission to the dental laboratory.

Computer Systems↗
PubMed1991

Computer-assisted reinforcement of instruction: effects on adherence in adult atopic asthmatics.

A randomized comparison group pretest-posttest experimental design was used to determine computer-assisted instruction effects on adherence to implementing house dust mite avoidance measures in adult atopic asthmatics. Fifty-two subjects were randomly assigned to comparison and experimental groups. The comparison group received traditional instruction in avoidance measures while the experimental group received traditional instruction supplemented by identical information provided by computer-assisted reinforcement of instruction. Adherence was measured by subjects' self-ratings and investigators' observations. Data were collected during two home visits 12 weeks apart. The computer group had significantly (p less than .05) greater adherence scores than the comparison group. The results indicate that computer-assisted reinforcement of instruction is an effective method of increasing self-care behaviors about allergen avoidance activities.

Adolescent↗
PubMed2001

Somatization and symptom reduction through a behavioral medicine intervention in a mind/body medicine clinic.

The authors assessed data from 1,148 outpatients in a 10-week medical symptom reduction program to determine the effectiveness of a behavioral medicine intervention among somatizing patients. The program included instruction in the relaxation response, cognitive restructuring, nutrition, and exercise. Before and after the intervention, the patients were evaluated on the Symptom Checklist-90 Revised (SCL-90R), the Medical Symptom Checklist, and the Stress Perception Scale. They were divided into high- and low-somatizing groups on the basis of the pretreatment SCL-90R somatization scale. At the end of the program, physical and psychological symptoms on the Medical Symptom Checklist and the SCL-90R were significantly reduced in both groups, with the reductions greater in the high-somatizing group. Improvements in stress perception were about the same in both groups, but the absence of an untreated control group precluded estimates of how much the improvements resulted from the behavioral medicine intervention and how much from natural healing over time.

Ambulatory Care Facilities↗
PubMed1997

Toward a functional analysis of private verbal self-regulation.

We developed a methodology, derived from the theoretical literatures on rule-governed behavior and private events, to experimentally investigate the relationship between covert verbal self-regulation and nonverbal behavior. The methodology was designed to assess whether (a) nonverbal behavior was under the control of covert rules and (b) verbal reports of these rules were functionally equivalent to the covert rules that control non-verbal behavior. The research was conducted in the context of teaching shopping skills to persons with mild intellectual disabilities using a self-instruction training format. In Phase 1, 4 participants were successfully taught to perform shopping skills using overt and covert self-instructions. The self-instructions were then blocked under overt and covert self-instruction conditions, which resulted in a reversal of shopping skills to baseline levels. This indicated that the overt and covert self-instructions might be controlling responding. In Phase 2, we demonstrated that the self-instructions, when used as external directives, produced successful shopping with 3 other participants. By demonstrating that self-rules can produce correct responding when used as external directives, we were more confident that it was the self-instructions and not other verbal or nonverbal behavior that controlled responding under overt, covert, and blocking conditions in Phase 1.

Adult↗
PubMed1975

Auto-tutorial method for teaching manual skills.

This paper describes a self-learning method for teaching craft and activity techniques developed by the faculty at St. Mary's Junior College, Minneapolis. The basic assumption is that, in order for learning to take place, the student must be actively involved in the learning-teaching process. Personalized instruction was simulated in an auto-tutorial laboratory where the student was responsible for organizing his time and for mastering specified craft and activity techniques.

Audiovisual Aids↗
PubMed1987

The effects of self-instruction training on a deaf child's semantic and pragmatic production.

Effects of self-instruction training on the communication skills of a profoundly hearing-impaired child were studied. Self-instruction training included modeling a series of problem-solving steps in order to direct communication production. Communication production was operationalized as signed semantic and pragmatic functions. A multiple baseline was used to assess treatment and generalization (treatment variations of person and setting) effects. There was evidence to suggest that self-instruction was immediately effective on pragmatic behaviors but such behaviors were reduced when another person administered treatment. In contrast, self-instruction training had a gradual influence on semantic behaviors and those effects were maintained when treatment included a different person and setting. Implications of the clinical study were discussed.

Behavior Therapy↗
PubMed1975

A computer-assisted instruction course in the diagnosis and treatment of respiratory diseases.

A computer-assisted simulation of the 'chart method' of teaching has been developed and was used to provide instruction in clinical decision-making in the diagonosis and treatment of pulmonary diseases. The course requires a student to reach and to defend a diagonisis and to provide appropriate treatment for each of 10 simulated cases. Evaluation of performance and immediate feedback and correction of errors of commission and ommission are an integral part of the course. The course provides a model for development of additional programs in other subject areas.

Curriculum↗
PubMed1991

An interactive case study assessment. Nursing care of the cancer patient with compromised immunity: practicum cases.

This demonstration will present an interactive videodisc (IVD) case study assessment of nursing care of the immunocompromised cancer patient. This module is the third part of a series of instructional IVD programs entitled Nursing Care of the Cancer Patient with Compromised Immunity. The series has been developed to provide education for fourth year nursing students, experienced nurses new to the field of oncology nursing, and for continuing education. The series has been developed to run on an InfoWindow platform and can also run on an M-Motion system. The demonstration will cover the rationale, treatment, content, and instructional strategies used in the module. The technology including the development platform and authoring environment will also be presented.

Computer-Assisted Instruction↗
PubMed2002

Learning preferences, computer attitudes, and student evaluation of computerised instruction.

OBJECTIVE: To explore the relationship between learning preferences, attitudes towards computers, and student evaluation of a computer-assisted instructional (CAI) program. CONTEXT: A third year required clerkship in surgery at the University of Nebraska Medical Center. METHODS: A mixed-methods design combining attitudinal measures and qualitative interviews was employed to assess student reactions to a CAI program on angiography completed during a required surgical clerkship. Between January 1998 and July 1999, 151 students completed the program. Prior to participating, students completed the Rezler Learning Preference Inventory (LPI) and a computer attitudes survey (CAS). The LPI characterizes learning preferences as being abstract or concrete, individual or interpersonal, and student-structured or teacher-structured. The CAS measures attitudes towards computers and their role in education. After using the CAI program, students evaluated the module by completing an 18 item questionnaire. Based on LPI and CAS scores, 31 students were invited to participate in an in-depth qualitative interview on their experiences and perceptions of the program. RESULTS: There was no relationship between learning preferences, computer attitudes, and evaluation of the CAI program. Students were very positive about the program's content, clarity, organization, and ease of use. They also rated it as efficient and effective. However, many still indicated a preference for lecture and text-based learning. Qualitative interviews suggest students worry computers will supplant student--teacher contact. CONCLUSIONS: Learning preferences and prior attitudes toward computers did not bias student reactions to the CAI program assessed in this study. However, students expressed concerns that CAI would interfere with the traditional student--teacher encounter and relationship.

Attitude to Computers↗
PubMed2002

Effect of verbal instructions and image size on visual search strategies in basketball free throw shooting.

We assessed the effects on basketball free throw performance of two types of verbal directions with an external attentional focus. Novices (n = 16) were pre-tested on free throw performance and assigned to two groups of similar ability (n = 8 in each). Both groups received verbal instructions with an external focus on either movement dynamics (movement form) or movement effects (e.g. ball trajectory relative to basket). The participants also observed a skilled model performing the task on either a small or large screen monitor, to ascertain the effects of visual presentation mode on task performance. After observation of six videotaped trials, all participants were given a post-test. Visual search patterns were monitored during observation and cross-referenced with performance on the pre- and post-test. Group effects were noted for verbal instructions and image size on visual search strategies and free throw performance. The 'movement effects' group saw a significant improvement in outcome scores between the pre-test and post-test. These results supported evidence that this group spent more viewing time on information outside the body than the 'movement dynamics' group. Image size affected both groups equally with more fixations of shorter duration when viewing the small screen. The results support the benefits of instructions when observing a model with an external focus on movement effects, not dynamics.

Adult↗
PubMed1976

Automatic physiotherapy instruction.

An automatic tape-recorder system constructed to provide intermittent physiotherapy instruction for postoperative patients is described. Eighty patients, who had been given nitrous oxide and relaxant anaesthesia, were observed during the first 4 postoperative hours. Those who had received pre-operative physiotherapy instruction, responded well. They followed the programme and blood-gas analysis demonstrated elevations of arterial blood oxygen tensions after they had followed the instructions. The system can be recommended as a supplement to physiotherapy in a busy post-operative ward. It also protects the patient from unpleasant noises in the environment.

Blood Gas Analysis↗
PubMedDate not supplied

Professional Briefcases: innovative resources for the self-directed nurse.

Providing educational activities and learning resources for professional nurses, particularly those who work off-shifts and weekend schedules, is a challenge for staff development personnel. At Northwestern Memorial Hospital, Professional Briefcases offer these self-directed learners an alternative to classroom instruction. The Briefcases can be used in a variety of settings: at home, on the clinical units, or in a resource center. This article describes the contents of the Professional Briefcases and their development and use.

Humans↗
PubMed1991

Snow skiing for the physically disabled.

The sport of snow skiing by the physically disabled, which originated in Europe in 1935 and first received attention in the United States in the 1940s, is reviewed in terms of opportunities available, instructions, adaptive equipment necessary, and benefits provided. Persons with a wide variety of disabilities (such as cerebral palsy, multiple sclerosis, spinal cord injury, hemiplegia, amputation, blindness, spina bifida, and muscular dystrophy) can participate. Accordingly, a wide range of adaptive equipment is available--including outrigger skis, flip-skis, canting wedges, ski bras, "toe spreaders," sit-skis, and mono-skis--to allow safe enjoyment of the sport. Programs for instruction of the disabled skier are increasing in number and popularity, and numerous opportunities are available to enter competitive events sponsored by National Handicapped Sports. Both the participants and the instructors relate the numerous physical and psychologic benefits that can be derived from skiing; the sport provides an almost universal enjoyment of the sense of freedom and independence. Snow skiing is an enjoyable, beneficial, outdoor cold-weather activity that the disabled population can safely learn with proper instruction.

Adaptation, Physiological↗
PubMed2006

Laypersons may learn basic life support in 24min using a personal resuscitation manikin.

BACKGROUND: Bystander basic life support (BLS) is an important part of cardiopulmonary resuscitation (CPR) and improves outcome after out-of-hospital cardiac arrest. However, the general population has poor BLS skills. Several training initiatives could be used to improve this situation and the challenge is to find the most efficient one. AIMS: To compare the efficiency of a 24 min instruction using a DVD-based self-training BLS course combined with a simple, take-home resuscitation manikin to a conventional 6h course for teaching BLS to laypersons. METHODS: In total, 238 laypersons (age 21-55 years) without previous BLS-training were allocated into two groups: one group received 24 min of instruction using a DVD-based instruction tool on a big screen combined with a BLS self-training device, Laerdal MiniAnne manikin (MAM), before taking home the instruction material for subsequent self-training. The second group attended a conventional 6 h BLS course (6 HR). After 3 months BLS skills were assessed on a Laerdal ResusciAnne manikin using the Laerdal PC Skill reporting System, and a total score was calculated. RESULTS: There was no significant difference between groups in BLS performance using the total score. Assessment of breathing was performed significantly more often in the 6 HR-group (91% versus 72%, P=0.03). In the MAM-group, average inflation volume and chest compression depth were significantly higher (844 mL versus 524 mL, P=0.006, and 45 mm versus 39 mm, P=0.005). CONCLUSIONS: When assessed after 3 months, a 24 min DVD-based instruction plus subsequent self-training in BLS appears equally effective compared to a 6h BLS course and hence is more efficient.

Adult↗
PubMed1989

The effects of instructions to subjects on the programming of visually directed reaching movements.

Numerous studies of human motor control have examined the effects of constraints on the programming and execution of visually directed limb movements. Only a few studies, however, have explored how the subject's objective in making the movement affects the coordinated sequence of eye and limb movements that unfolds as the subject points to or grasps an object in space. In the present study, the characteristics of the targets and the environment remained constant while the demands for speed and accuracy were varied across blocks of trials by changing the instructions to the subject. In other words, the constraints operating in the situation were kept constant, but the objective of the movement was systematically varied by changing the relative demands for speed and accuracy. All subjects were required to point to visual targets presented on a screen in front of them. Eye position was monitored by infrared reflection. The position of each subject's hand in three-dimensional space was reconstructed by a computer-assisted analysis of the images provided by two rotary-shutter video cameras. The speed and accuracy demands of the task were varied in blocks of trials by requiring the subjects to point to the target "as quickly as you can" (speed condition); "as accurately as you can" (accuracy condition); or both "quickly and accurately" (speed/accuracy condition). The time to initiate an eye movement to the target was found to be reduced by increasing either the speed or accuracy demands of the task although the time to initiate the hand movement was reduced only in the speed condition. While the duration of the acceleration phase of the reach remained constant in real time, the duration of the deceleration phase was increased with increased demands for accuracy. As expected, both variable and absolute errors were largest in the speed condition. The findings indicated that the programming of the limb movement and its coordination with the associated eye movements were affected by varying the objective of the task.

Journal Article↗
PubMed1990

Self-instruction to prevent HIV infection among African-American and Hispanic-American adolescents.

This study tested the efficacy of self-instruction intervention to reduce avoidable risks for HIV infection associated with drug use and unsafe sexual activity among African-American and Hispanic adolescents (N = 60). After completing pretests, adolescent participants in the study were randomly divided into three conditions. Participants in one condition received a self-instructional guide about AIDS and its transmission along with group instruction in using the guide. Adolescents in another condition received the guide without group instruction. Participants in the third condition received neither the guide nor group instruction. Outcome findings indicate that participants in the two self-instruction conditions improved more between pretest and posttest assessments on measures of HIV infection risk compared with adolescents in the control condition.

Adolescent↗